Conceptual Design Reasoning: Pods of
Knowledge Learning Space
New plant life springs from seed
pods. Therefore, my vision of the learning space uses the idea of the pods to
create a point of knowledge and understanding growth. Each pod provides a high
level of digital roots (i.e. large screen computers, places for laptop to power
or connect and the ability of the community that springs from the pod to
control their local environment (i.e. lightning). While the pods do have some
room to turn, they need not, as each pod has a digital connection to any pod
(with video, audio and message transfers).
Evolution of the Participatory Designing Process:
With the changing style of teaching
and the need for students to work more cooperatively in learning and solving
problems, a committee of learners and teachers was formed to propose what
concepts would be needed in this modern learning space. The committee did not
focus on what equipment would achieve the purpose, but focused on “What would happen
in the New Learning Space”. From their discussions, they needed a room to:
- Promoted (Hybrid Learning Style) based on a student-centered teaching & learning style: This is to improve engagement by students and take greater responsibility for their learning
- The new learning space has a multi-use purpose: Lecturing, Discussion, Group Work, Individual Work, Collaborative Learning and Socialization purposes.
- Offers many ways both traditional and new technology to share information
- Uses Universal Design Principles, to provide greater inclusiveness for different users.
The teacher would still have control
(both from respect from their position and knowledge), but also be able to control
the pods remotely, when appropriate. But overall, the pod mini-digital
communities would have more responsible for their learning and team cooperation
and quality output.
The objects I used to construct my
initial charrette design was appropriately constructed of objects and
shapes used to teach children, symmetry and geometry. The idea of using familiar objects to conceptualize your design, enables the designer to connect the design to their objectives. This helps the designer, explain their design to others, with known and relatable visual cues, used in their charrette design.
As no one learner is the same, I selected different Geo-objects to represent this fact. Areas with cards with tables and balls represent an area that the learner can retire too relax or reflex. At the front of the room is the representation of the large digital screens. They are both clearly visible and omnidirectional, so that a learner can be anywhere in the main learning space and have a clear eye-of-sight. There is also a private area, so that the learner or groups of learners can privately discuss their work. Finally, unlike the original space that had locked windows, and views impeded to the outside world, I have added a balcony. This enables the learner to somewhat leave the learning space, but remain in view of it is importance. Also, this helps create both a physical and psychological break from the pressures of learning.
As no one learner is the same, I selected different Geo-objects to represent this fact. Areas with cards with tables and balls represent an area that the learner can retire too relax or reflex. At the front of the room is the representation of the large digital screens. They are both clearly visible and omnidirectional, so that a learner can be anywhere in the main learning space and have a clear eye-of-sight. There is also a private area, so that the learner or groups of learners can privately discuss their work. Finally, unlike the original space that had locked windows, and views impeded to the outside world, I have added a balcony. This enables the learner to somewhat leave the learning space, but remain in view of it is importance. Also, this helps create both a physical and psychological break from the pressures of learning.
POD of Knowledge Learning Space - Charrette Design
To assist the reader of how the design might look in the end, below is a picture collage representation of the basic idea of the space.
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| POD of Knowledge Learning Space |
The front wall becomes a futuristic
digital wall with the lecturer as the conductor in front of it. The digital
mini-pod communities surround the space in front of the wall. Each pod is a
digital concave in its own right. At the back of the learning space, is an area
with lounges and sofas, with some small study rooms. There are widened spaces to
move or to allow gathering of learners away from formal learning activities.
Moreover, this area does have a valuable pedagogical point. The pedagogy goal
is to provide both physiological and psychological release from the formal learning
environment. Allows the learner to perform an internal reflection of their
learning, informal discussion with other learners or just be a place for social
activity, to stimulate the individual's mental and physical states.
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